Safeguarding Adults with Dementia
Amendment
In September 2023 Section 1, Adults with Dementia was refreshed to add further information about mental capacity, and a new section ‘Further Guidance’ was added to include a link to the government guidance ‘Supporting people living with dementia to be involved in adult safeguarding enquiries’.
Adults with Dementia are likely to have cognitive symptoms that may make them more at risk of abuse or neglect.
These include:
- Memory loss;
- Difficulty making decisions;
- Difficulty problem solving;
- Communication issues; and
- Problems with orientation and perception.
It is important not to make assumptions about mental capacity. Capacity has to be considered separately for each decision at the time it needs to be made, and a person can have capacity to make some decisions but not others. Consideration must also be given to whether there is any support that would help the person to make the decision.
In the early stages of Dementia adults are often able to, either independently or with support:
- Be involved in care and support processes;
- Provide an insight into their needs;
- Make decisions about care or treatment;
- Decide how best to manage risk; and
- Set their own goals and outcomes.
Even where the adult lacks capacity, it is important to have regard to their wishes and feelings.
For further guidance on mental capacity see: The Mental Capacity Act 2005 Resource and Practice Toolkit.
The following table sets out some good practice 'rules' to enable an adult with Dementia to be actively involved in the safeguarding process:
| Rule | An adult with Dementia can… | Do's | Don'ts |
|---|---|---|---|
|
Meet & greet |
Forget names and faces Misplace the context of a face |
Introduce yourself, your role and the purpose of the conversation each time |
Expect the adult to have remembered you |
|
Getting to know you |
Feel socially uneasy Find it difficult to start a conversation |
Spend time 'getting to know' the adult each time you see them, by inviting them to talk about something that interests them |
Go straight into the formal purpose of the conversation |
|
Gain my attention |
Not realise you are talking to them unless you are explicit |
Routinely use the adult's name and wait for recognition before speaking to them |
Provide information to the whole room if it is only meant for the adult |
|
Help me feel at ease |
Become anxious, confused, scared, angry or upset by the actions of others |
Sit where the adult can see you, do not stand over them, do not appear from behind Use a calm tone, smile, use positive body language and be friendly |
Use authoritative body language or verbal tone |
|
Value, Respect & Dignity |
Easily feel isolated, ashamed, worthless and devalued by the actions of others |
Speak to the adult, not a carer or representative Speak to the adult as an adult Seek their views and listen to what they have to say, even if it doesn't appear to make sense |
Talk over the adult, ignore them or whisper to others |
|
Avoid distractions |
Find it difficult to focus when there are a lot of things happening around them |
Keep distraction to a minimum from TV, radio and other people in the room Avoid late arrivals at meetings |
Proceed regardless of any distraction |
|
Help me remember |
Find it hard to retain new information |
Summarise key information Be prepared to say something more than once or answer the same question several times |
Expect the adult to retain information without support |
|
Help me understand |
Find it hard to understand the meaning and context of communication Misinterpret information |
Use uncomplicated language and break things down Explore alternative communication e.g. pictures and objects of reference Give time to process information |
Use inaccessible formats to provide information |
|
Sometimes words are not enough |
Struggle to find the right words Forget what they want to say |
Be reassuring Offer helpful alternatives-would it be easier to show me? Explore alternative communication e.g. pictures and objects of reference |
Assume to know what the adult wants to say Assume a lack of capacity |
|
Work in the here and now |
Sometimes find it hard to understand the concept of the 'future', anticipate future needs and advance plan |
Set timeframes to achieve outcomes that are meaningful to the adult |
|
|
Manage my anxiety |
Become overwhelmed by information, leading to changes in mood, behaviour or engagement |
Rephrase something Take a break Change the environment Change the subject for a while |
Exclude the adult from the conversation |
|
Don't challenge my reality |
Have a false perception of reality that is very real to them |
Accept the adult's reality Use the information to inform the process Consider assessing mental capacity |
Correct or challenge as this can cause confusion, anger and anxiety and serves no purpose |
Carers may be at increased risk of harm from, or of causing harm to, the adult they support.
This is especially the case if they:
- Have their own health or care needs;
- Are feeling overburdened;
- Are isolated;
- Are feeling lonely.
Risk can also be increased if the Dementia symptoms experienced by the adult are challenging.
For example if they;
- Have fluctuating needs;
- Are repetitive;
- Do not comply with care routines;
- Seek constant reassurance or attention;
- Need constant supervision;
- Are awake overnight.
Carers deemed at increased risk should always:
- Be offered a carers assessment;
- Be provided with regular opportunities to talk; and
- Receive good information and advice about the support available to them.
There is a risk that adults living with dementia can get lost and go missing.
The Herbert Protocol can be a good prevention measure to reduce the risk that harm will occur.
A form is completed by a carer that contains a list of information to help the police if the adult goes missing, including:
- Medication required;
- Mobile numbers;
- Places previously located;
- A recent photograph.
In circumstances where an adult with dementia has support from a professional or agency and it is identified they are at risk of going missing, the professional should encourage their carer to complete a form.
If there is no carer, the professional or agency should complete the form with the adult's consent (or in their best interests if they lack capacity).
The local Herbert Protocol form can be found in the Contacts and Practice Resources area.
Also see: Missing Adults.
Last Updated: September 11, 2023
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